Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Metacognition; Reading comprehension;

Abstract

Comprehension is believed to be a metacognitive process in which readers are aware of and have control over the strategies they use to achieve comprehension. The purpose of this review was to investigate the exact relationship between metacognitive ability and comprehension. Research supporting the direct instruction of metacognitive strategies to increase comprehension is discussed, as well as literature that challenges the efficacy of direct instruction. Studies indicate that it is possible to increase metacognition through direct instruction, and there is a certain amount of transfer to comprehension. The evidence for transfer and durability of the effects is moderately convincing. Literature challenging the efficacy of metacognitive instruction found weaknesses in the studies, as well as a need for further research in comprehension instruction.

Year of Submission

1995

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

Department

Division of Reading

First Advisor

Penny L. Beed

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

12-13-1995

Object Description

1 PDF file (97 leaves)

Language

en

File Format

application/pdf

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